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Science
School of Science, Technology, Engineering and Mathematics
GEOG101
Introduction to Geography
3 Credit Hours
8 Week Course
Prerequisite(s): None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Materials
Selected Bibliography
Instructor Information
Instructor:
Jim Myers, Ph.D.
Email:
[email protected] (Please use Messages in our Sakai classroom)
Office Hours:
By Arrangement

Table of Contents
Course Description (Catalog)
GEOG101 Introduction to Geography (3 credits) This course is
a basic overview of the Geographer’s study of the location and
distribution of features on the Earth’s surface. These features
are both natural and man-made, both physically and culturally
determined. The relationship of people and place is central to an
understanding of human history, contemporary events, and
possible global futures. As an introductory course it covers the
whole globe and all its greatest geographic features and
relationships. This dictates that the approach is broad and not
too deep. However, knowledge of the Geographer’s art will
enable the student to delve as deeply as their interest and energy
will allow, into the dynamic spatial realities that surround them.
Table of Contents
Course Scope
GEOG101 empowers students to engage in critical thinking,
communication, information literacy and academic skills that
support creative decision-making and life-long learning. This is
accomplished by introducing, reinforcing and applying “spatial
analysis” to the assessment of physical, environmental and
human patterns. Geographic topics and problems are approached
from a spatial perspective and by viewing current events
through geographic concepts. The craft of utilizing maps to
interpret and assess issues in our world is introduced and
applied.
Have you always wanted a “behind the scenes” peek at what
makes nations different? Would you like to learn the answer as
to why things are where they are and how they got there? Need
a better understanding of climate, culture, and commerce? This
course will build a base for your intellectual understanding of
the world you live and work in.

This course covers the entire globe and introduces each realm
with its regions and peoples. Since our medium of instruction is
interaction via the Internet, creative and productive use of the
worldwide web is integral to all our efforts together in this
course. This will add to your ability to continue life-long
learning in a global, diverse, and technological society.
Table of Contents
Course Objectives
This is what the course is meant to teach you. My desire is to
help you to make progress toward your own short and long term
educational goals while insuring you obtain the basic knowledge
and skills outlined here. Much of your grade for this course
will be based upon the demonstrated mastery of these
objectives.
After successfully completing this course, you will be able to:
CO-1
Use “spatial perspective” as a critical thinking tool in analysis,
problem solving, and inter-disciplinary study.
CO-2
Describe the world’s regions through recognizing their physical
and human dimensions.
CO-3
Recognize and differentiate global regions by climate type,
characteristic vegetation, and general landform types.
CO-4
Define the modern human dynamics of cultural associations,
nation and state development, and resource exploitation.
CO-5
Identify basic spatial and geographic data analysis skills to be
used in future studies.
CO-6
Explain physical and human aspects of the world landscape
through the use of maps, graphs, and data tables.

CO-7
Assess spatial interaction between places and spatial diffusion
from places, including density, dispersion and patterns.
CO-8
Relate selected geographic concepts, ideas, and terms to student
interests, other academic subjects, newsworthy events and
professional concerns.
Table of Contents
Course Delivery Method
To accomplish our world journey within the class timeframe
will require extensive reading each week, more intensive
interactions on our Forums and in chat rooms, and closely
spaced exams. You must complete the assigned readings
(textbook and any articles) prior to taking the exams that are
offered each instructional week.
This course will offer the student a highly interactive,
asynchronous virtual classroom. Each week’s lesson will have a
course announcement, assigned readings, related Forums, and
other guidance provided by the instructor. Since the student is
expected to fully participate in discussions and interact with the
instructor and other students, reading assignments and assigned
projects should be completed in a timely manner.
“Asynchronous” is not the same as “independent study” – all
students are to participate in the weekly assignments and topics
together, it is within that week where each individual has
flexibility on completing the week’s tasks. NOTE: All
assignments must be completed due dates for credit unless prior
approval has been provided by the instructor.
The nature of an online course requires a significant amount of
discipline and independent work. The student is responsible for
managing time, completing assignments and notifying the
Professor immediately of any difficulties.

Each week begins on Monday and ends on Sunday, and all
posted times are Eastern Time.
Message
You can contact me via message in the Sakai Classroom. Avoid
using email for routine classroom communications.
Table of Contents
Course Materials
Required Text
H. J. DeBlij and Peter O. Muller. Geography - Realms, Regions,
and Concepts, 15th edition. New York: John Wiley & Sons,
Inc., 2010. ISBN: 978-0-470-46242-3.
Textbook Student Companion Website is provided in “Course
Materials”, “External Websites” in the Classroom.
Other Readings
Supplemental readings will be assigned in weekly Course
Announcements.
Table of Contents
Evaluation Procedures
Forums
We can learn as much from each other and academic
investigation as we will from the material. So it is the purpose
of the Forums to develop our understanding of the weekly
readings and forum topics. This participation is required.
(WARNING: First Forum topic (Introduction) must be at least
250 words long. Your response must be submitted before the
end of the first week, it is our way of confirming your
attendance in the course. See instructions in classroom.)
Each week all students should respond to the forum topics
indicated in the Forums area to express their understanding of
the issue and ability to research academic information to add to
the discussion. You are expected to provide a substantial
comment of several well-written paragraphs in each session and
a similar comment or reflection in reply to at least two other

students’ contribution. All sources must be cited correctly and
posts must use appropriate writing styles and grammar for
college-level work. Statements such as “I agree” or “good post”
will not count as a reply.
Research Project
This exercise is designed to have each student conduct research,
assess and summarize his or her research findings, and present
it in PowerPoint format. This will be just like writing a research
paper, except that the research findings will be presented in
outline form in PowerPoint, rather than as a research paper. Just
like a research paper, your presentation should include slides
that contain a title, introduction to the topic, main body,
summary and conclusions, and bibliography. Creative use of
properly cited graphics and photos that are relevant to your
topic is encouraged. The exercise has three primary purposes:
1) to show you are very familiar with the topic, 2) to become
familiar with PowerPoint software as everyone uses it in
business these days, and 3) to express your knowledge in a
presentation format - efficient and understandable, captivating
for your audience. Please check the assignment instructions for
the details on the research project.
Goals of this project include encouraging development of
research skills, familiarization with presentation of academic
material, and practice in communicating research to an
“audience”. If you do not have access to PowerPoint, you may
download free compatible software at OpenOffice.org. Projects
change by class, so the exact topic will be provided in the
online classroom. The grading rubric is posted in the classroom.
Quizzes
Six quizzes will be used to test your understanding of the
readings and discussions of that week, and will be posted in the
“Exams” area of our classroom. They are made up of questions

and/or exercises that are to be carefully answered and are used
to test your understanding of the readings and discussions of
that week. They are due by the end of each week and will
comprise 30% of your grade. You are not to collaborate on
quizzes – all work must be your own.
Mid-term and Final Exams
There will be a midterm exam and a final. The mid-term will
cover weeks 1-4 and the final will cover weeks 5-8. The exams
are meant to capture your understanding of the material
progressively. You are to answer them based upon careful
reading of your text and other course materials and activities.
Read the questions slowly and thoughtfully, they are meant to
measure your understanding of concepts, ideas, and terms that
are complex in their shades of meaning. You are not to
collaborate on the Mid-term and Final Exams – all work must be
your own.
Final Grade
You will be evaluated on your performance in accordance with
APUS learning objectives. All students should consider the
broader learning objectives for all classes at APUS:
“The five institutional learning objectives at APUS are as
follows:
1. Lifelong Learning
Graduates of APUS will have the ability to identify, pursue and
acquire specific and new knowledge after the end of formal
schooling. They will be able to apply this knowledge in real
world settings.
2. Information Literacy
Graduates of APUS will be technologically proficient in
accessing and using information. The graduate will be able to
gather information from a variety of sources, use information in

an appropriate manner to address issues and take action.
3. Communication
Graduates of APUS will be able to clearly communicate ideas in
written form.
4. Academic Skill
Graduates of APUS will possess academic skill related to their
specific discipline. The graduate will master the generally
accepted theories, concepts, principles, and/or practices
associated with their discipline enabling them to live and work
productively in a global, diverse, and technological society.
5. Critical Thinking
Graduates of APUS will be able to analytically identify issues
with the ability to evaluate problems, formulate solutions, and
evaluate the consequences. Graduates will be able to express a
variety of other viewpoints and methods of inquiry.”
Grade Instruments:Points% of Final Grade
Graded Forums (6)
4 pts each
24%
Research Project
10 pts

10%
Quizzes (6)
6 pts each
36%
Mid-Term Exam
15 pts
15%
Final Exam
15 pts
15%

Total 100%
Table of Contents
Grading Scale
Please see the student handbook to reference the University’s
grading scale. The grading scale can also be directly accessed
inside the APUS classrooms under the “Policy” link.
Table of Contents
Course Outline
Week
Topic(s)
Learning Objective(s)
Reading(s)
Assignment(s)
1
Introductions and World Regional Geography Overview
Scope: This week we are seeking to get to know one another,
while taking a broad overview of World Regional Geography.
Key concepts, ideas, and terms will be presented and defined.
The importance of a spatial and geographic approach to our
world is explained. The discipline of geography itself is
introduced through its fundamental ideas and concepts. The
utility of geographic ideas to enhance your awareness of the

many dimensions of our complex, multicultural, interconnected
world is demonstrated.
1. List the criteria for selection of geographic realms and
regions. (CO-2, CO-3)
2. Recognize the nature and elements of the physical setting.
(CO-3)
3. Review the characteristics of cultural landscape. (CO-1, CO-
2)
4. Describe the aspects of the realm of population. (CO-7)
5. Identify patterns of development. (CO-1, CO-6)
6. Recognize the regional and systematic geography
perspectives. (CO-1, CO-5))
Text: Read the front matter and Introduction PDFs from the
textbook; review the backmatter PDF.
Forum #1 (graded) (WARNING: First Forum must be at least
250 words long. Must be submitted before the end of the first
week, it is our way of confirming your attendance in the course.
See instructions in classroom.)
Week 1 Quiz
2
Europe and Russia Scope: This week looks at the geographic
realms of Europe and Russia. Europe’s unique situation and
historic contribution to the development of western civilization
is discussed. Agrarian, Industrial, and Political Revolutions are
delineated and described. Contemporary Europe is explored in
regards to its urban political and economic challenges. The
regions of this realm are located and discussed in some detail.
Highlights include the concepts of centripetal and centrifugal
forces, Supranationalism, and Balkanization. Russia is the
largest territorial state in the world. The recent devolution of
the United Soviet Socialist Republic is explored in the context
of Russia’s current dimensions and distributions of resources.
Evolution of the Russian State along with its colonial legacy is

explained. The Soviet legacy and Russia’s changing political
geography is described. The regions of this realm are located
and discussed in some detail. Conceptual highlights include
climatology, imperialism, and the Heartland theory.
1. Recognize the major geographic qualities of Europe and
Russia. (CO-2, CO-3)
2. Identify the major climate types associated with Europe and
Russia. (CO-3)
3. Relate the languages of Europe and Russia to cultural areas.
(CO-1, CO-2, CO-6)
4. Contrast the devolutionary pressures felt in Europe and
Russia. (CO-1, CO-4, CO-5)
5. Recognize the regions of Europe and Russia. (CO-2, CO-3)
6. Relate the broad economic prospects of Europe and Russia.
(CO-6, CO-7, CO-8)
Text: Read Chapters 1 & 2 on Europe and Russia.
Supplemental Readings: TBA
Week 2 Quiz
Forum #2 (graded)
3
North America, Middle America, and South America
Scope: We cover all the Americas from north to south.
Exploring the physical makeup of this vast area and the complex
diversity of cultures that migration, invasion, and colonization
have built. Concepts of urban realms, land-tenure traditions, and
megacity are addressed. Emphasis is placed on rapid urban
growth, concentration of population, and limitations imposed by
physical geography.
1. Recognize the major geographic qualities of North, Middle,
and South America. (CO-2, CO-3)
2. Identify the major climate types associated with each

American realm. (CO-3)
3. Explain the makeup of the realms by means of their
individual regions. (CO-1, CO-6, CO-7)
4. Describe the migration process along with push and pull
factors. (CO-7)
5. Contrast the tourist industry to other economic activities in
Middle and South America. (CO-4, CO-7)
6. Relate the broad economic prospects of the three American
Realms. (CO-6, CO-7, CO-8)
Text: Read Chapters 3, 4, and 5 on North, Middle, and South
America.
Week 3 Quiz
Forum #3 (graded)
4
Sub-Saharan Africa
Scope: The African continent occupies a special place in the
world. Beneath its surface lie some of the oldest parts of the
planet’s crust. Today Africa lies at the heart of the Earth’s
landmasses, a relative location that may yet become one of its
greatest assets. And current archeological research indicates
that our species, Homo sapiens, emerged in Africa. We may
have spread around the globe, but at the source we are all
Africans. For millions of years, Africa was the stage for the
great drama of human evolution. The first tools ever made were
used by our Hominid ancestors in Africa. Language probably
originated in Africa. The first sedentary human communities
may well have formed in Africa. Our first artistic expression
likely took place somewhere in Africa.
More recently, North Africa’s Nile Valley was the scene of one

of the earliest durable and creative civilizations, a culture
hearth whose innovations radiated in all directions, Subsaharan
Africa included. Ancient Egypt was to Africa what, thousands
of years latter, ancient Greece was to Europe; a source of
knowledge and ideas. When West Africa’s earliest states
formed, their rulers modeled the political system on the
Egyptian example.
In those times, more than 2000 years ago, the African continent
was a single geographic realm. The partition of Africa, through
the Islamization and Arabization of the north, the European
colonization, and the desiccation of the Sahara, came later.
Today, Africa is a continent of two geographic realms: the
north, a part of the greater Islamic realm that connects it to
Southwest Asia and beyond; and the rest-Subsaharan Africa-an
Africa defined by languages, modes of life, and cultural
landscapes.
1. Recognize the major geographic qualities of Sub-Saharan
Africa. (CO-2, CO-3)
2. Identify the major climate types associated with each region
in the realm. (CO-3)
3. Relate the roles of environment and health. (CO-3, CO-7,
CO-8)
4. Contrast the colonial activities in Sub-Saharan Africa and the
impact of the Atlantic slave trade. (CO-1, CO-4, CO-7)
5. Recognize the cultural patterns as reflected in the languages
and religions of Africa. (CO-1, CO-2, CO-6)
6. Relate the broad economic prospects of the realm. (CO-6,
CO-7, CO-8)
Text: Read Chapter 6 on Subsaharan Africa.
Supplemental Reading: TBA
Mid-Term Exam
5

North Africa/Southwest Asia
Scope: This realm was the scene of several of the world’s great
ancient civilizations, based in its river valleys and basins. It
currently makes the stage for political and economic dramas
that we are all personally and professionally involved in. From
Morocco on the shores of the Atlantic to the mountains of
Afghanistan, and from the Horn of Africa to the steppes of inner
Asia lies a vast geographic realm of enormous cultural
complexity. It stands at the crossroads where Europe, Asia, and
Africa meet, and is a part of all three. This is one of
humankind’s primary source areas and deserves of close
attention. The various aspects of cultural diffusion will be
discussed in detail. We will take our first look at the great
world religion of Islam.
1. Recognize the major geographic qualities of North
Africa/Southwest Asia. (CO-2, CO-3)
2. Identify the major climate types associated with the realm.
(CO-3)
3. Describe the “Arab” and “Islamic” nature of this realm. (CO-
2, CO-4, CO-8)
4. Relate the role of postulated culture hearths and early
diffusion routes. (CO-1, CO-7)
5. Contrast expansion and relocation diffusion including the
processes of contagious and hierarchical diffusion. (CO-2, CO-
6, CO-7)
6. Relate the broad economic impact of oil to this realm. (CO-6,
CO-7, CO-8)
Text: Read Chapter 7 on North Africa/Southwest Asia.
Week 5 Quiz
Forum #4 (graded)
6

South Asia and East Asia
Scope:
From Iberia to Arabia and from Malaysia to Korea, Eurasia is a
landmass fringed by peninsulas. The largest of all is the great
triangle of India that divides the northern Indian Ocean into two
seas: the Arabian Sea to the west and the Bay of Bengal to the
east. The peninsula of India forms the heart of South Asia, a
vast, varied, volatile geographic realm.
East Asia is a geographic realm like no other. At its heart lies
the world’s most populous country. On its periphery lies one of
the globe’s most powerful national economies. Along its
coastline, on its peninsulas, and on its islands an economic
boom has transformed cities and country sides. Its interior
contains the world’s highest mountains and vast deserts. It is a
storehouse of raw materials. The basins of its great rivers
produce food that can sustain more than a billion people.
1. Recognize the major geographic qualities of South Asia and
East Asia. (CO-2, CO-3)
2. Identify the major climate types associated with each realm.
(CO-3)
3. Describe the Chinese perspective as to the rise of
civilization. (CO-1, CO-4, CO-6)
4. Recognize the components of population geography such as
population distribution, density and rate of natural increase.
(CO-2, CO-5, CO-7)
5. Differentiate between the impact of the Mauryan Empire,
Islam, and European Intrusion to the South Asia of today. (CO-
4, CO-5, CO-7)
6. Relate the broad economic prospects of the South Asia and
East Asia Realms. (CO-6, CO-7, CO-8)
Text: Read Chapter 8 and 9 on South Asia and East Asia.

Week 6 Quiz
Forum #5 (graded)
7
Southeast Asia
Scope:
Southeast Asia….the very name roils American emotions. Here
the United States owned its only major colony. Here American
forces triumphed over Japanese enemies. Here the United States
fought the only war it ever lost. Here Washington’s worst Cold
War fears failed to materialize. Here American companies
invested heavily when the Pacific Rim’s economic growth
transformed dormant economies into potential Pacific tigers.
Southeast Asia, once remote and stagnant, has taken center
stage in our globalizing world.
1. Recognize the major geographic qualities of Southeast Asia.
(CO-2, CO-3)
2. Identify the major climate types associated with the realm.
(CO-3)
3. Describe the state boundaries in Southeast Asia considering
antecedent, subsequent, superimposed and relict boundaries.
(CO-1, CO-5, CO-6)
4. Relate the role of natural resource to the economic
development of the realm. (CO-1, CO-3, CO-4)
5. Contrast state territorial morphology. (CO-1, CO-5)
6. Relate the broad economic prospects of the three Realms.
(CO-6, CO-7, CO-8)
Text: Read Chapter 10 Southeast Asia

Week 7 Quiz
Research Project Due
8
Austral Realm, and Pacific Realm and Polar Futures
The Austral Realm is geographically unique. It is the only
geographic realm that lies entirely in the Southern Hemisphere.
It is also the only realm that has no land link of any kind to a
neighboring ream, and is thus completely surrounded by ocean
and sea.
Between the Americas to the east and the western
Pacific Rim to the west lies the vast Pacific Ocean, larger than
the entire world’s land areas combined. In this greatest of all
oceans lie tens of thousands of islands, some large (New Guinea
is by far the largest), most small. Together, the land area of
these many islands is only about the size of Texas and New
Mexico combined and over 90 percent of this lies in New
Guinea.
Special emphasis should be placed on the final four weeks in
preparation for the Final Exam.
7. Recognize the major geographic qualities of the Austral and
Pacific Realms. (CO-2, CO-3)
8. Identify the major climate types associated with each realm.
(CO-3)
9. Recognize the nature and elements of the physical setting.
(CO-1, CO-3)
10. Review the characteristics of cultural landscape. (CO-2,
CO-5, CO-7)
11. Differentiate between the various claims measures and
controls as related to the territorial seas of littoral states. (CO-
1, CO-4, CO-8)
12. Name the geographic realms and recognize their regional

components. CO-2, CO-3, CO-7)
Text: Read Chapters 11, and 12 on the Austral Realm and
Pacific Realm
Forum #6 (graded)
Final Exam
Table of Contents
Policies
Please see theStudent Handbook to reference all University
policies. In addition to other important policies, the Student
Handbook will cover the:
Drop/Withdrawal Policy
Plagiarism Policy
All instances of plagiarism will be reported to the Registrar,
and an appeals process lies therein. Your instructor will assign
a zero for the assignment, and may also fail you from the course
upon repeated or egregious cases.
Extension Process and Policy
Disability Accommodations
WRITING EXPECTATIONS
All written submissions should be submitted in a font and page
set-up that is readable and neat. It is recommended that students
try to adhere to a consistent format, which is described below.
· Typewritten in double-spaced format with a readable style and
font and submitted inside the electronic classroom (unless
classroom access is not possible and other arrangements have
been approved by the professor).
· Arial 11 or 12-point font or Times New Roman styles.
· Page margins Top, Bottom, Left Side and Right Side = 1 inch,
with reasonable accommodation being made for special
situations and online submission variances.
CITATION AND REFERENCE STYLE

References and citations in narrative essay or composition
assignments (e.g. Forums, research projects, etc.) must follow
guidelines of commonly accepted formats, such as APA,
Turabian, MLA, Chicago Style, etc. Exact styles may be
specified in classes, so be sure to check instructions from your
instructor.
COURSE EXTENSIONS
If circumstances prevent a student from completing all required
coursework before the end of the course, the student should
consider all options before deciding to request an extension in a
course. An instructor is not required to approve an extension, so
students should not count on always being able to get an
extension when time management becomes an issue.
Students with extenuating circumstances must determine the
need for their first Course Extension and submit their "Request
Course Extension" form before the end of the course period.
REVIEW YOUR STUDENT HANDBOOK FOR EXTENSION
POLICY PRIOR TO REQUEST.
Students who do not meet the basic eligibility requirements, but
have an extreme circumstance such as deployment during the
course to an area without internet access, serious medical issue,
or other similar situation may be eligible for a Deployment
and/or Special Circumstance extension.
LATE ASSIGNMENTS
Students are expected to submit classroom assignments by the
posted due date and to complete the course according to the
published class schedule. Students must manage the competing
demands on time resulting from work, school, family and other
obligations. Should you need additional time to complete an
assignment please contact your instructor before the due date to
discuss the situation and determine an acceptable resolution.
For each week that an assignment is late, 10% may be deducted

for the assignment unless the student contacts the instructor and
receives approval ahead of time about an extenuating situation.
Routine submission of late assignments is unacceptable and will
result in points deducted from assignment grades.
DISABILITY ACCOMODATIONS
This institution complies with the Americans with Disabilities
Act, Section 504 of the Rehabilitation Act, and the World Wide
Web Consortium’s (W3C) Universal Access Guidelines.
Students with special needs should inform their individual
instructors and the University’s student services staff.
NETIQUETTE
Online universities promote the advance of knowledge through
positive and constructive debate--both inside and outside the
classroom. Discussions on the Internet, however, can
occasionally degenerate into needless insults and “flaming.”
Such activity and the loss of good manners are not acceptable in
a university setting--basic academic rules of good behavior and
proper “Netiquette” must persist. Remember that you are in a
place for the fun and excitement of learning that does not
include descent to personal attacks, or student attempts to stifle
the discussion of others. This policy also includes e-mails to
classmates and instructors. Inflammatory e-mails will be
reported to the APUS administration.
· Technology Limitations: While you should feel free to explore
the full-range of creative composition in your formal papers,
keep e-mail layouts simple. The Educator classroom may not
fully support MIME or HTML encoded messages, which means
that bold face, italics, underlining, and a variety of color-coding
or other visual effects will not translate in your e-mail
messages.
· Humor Note: Despite the best of intentions, jokes and--
especially--satire can easily get lost or taken seriously. If you

feel the need for humor, you may wish to add “emoticons” to
help alert your readers: ;-), : ), (
DISCLAIMER STATEMENT
Course content may vary from the outline to meet the needs of
this particular group.
Table of Contents
Academic Services
ONLINE LIBRARY and TUTORIAL& STUDENT STUDY
CENTER
The Online Library is available to enrolled students and faculty
from inside the electronic campus. This is your starting point
for access to online books, subscription periodicals, and Web
resources that are designed to support your classes and
generally not available through search engines on the open Web.
In addition, the Tutorial &Student Study Center provides access
to special learning resources, which the University has
contracted to assist with your studies. Questions can be directed
to [email protected].
· Charles Town Library and Inter Library Loan: The University
maintains a special library with a limited number of supporting
volumes, collection of our professors’ publication, and services
to search and borrow research books and articles from other
libraries.
· Electronic Books: You can use the online library to uncover
and download over 50,000 titles, which have been scanned and
made available in electronic format.
· Electronic Journals: The University provides access to over
12,000 journals, which are available in electronic form and only
through limited subscription services.
· Turnitin.com: Turnitin.com is a tool to improve student
research skills that also detect plagiarism. Turnitin.com
provides resources on developing topics and assignments that
encourage and guide students in producing papers that are

intellectually honest, original in thought, and clear in
expression. This tool helps ensure a culture of adherence to the
University's standards for intellectual honesty. Turnitin.com
also reviews students' papers for matches with Internet
materials and with thousands of student papers in its database,
and returns an Originality Report to instructors and/or students.
· Smarthinking: Students have access to 10 free hours of
tutoring service per year through Smarthinking. Tutoring is
available in the following subjects: math (basic math through
advanced calculus), science (biology, chemistry, and physics),
accounting, statistics, economics, Spanish, writing, grammar,
and more. Additional information is located in the Online
Research Center. From the ORC home page, click on either the
“Writing Center” or “Tutoring Center” and then click
“Smarthinking.” All login information is available.
All Active Duty DOD Military, new students, and students who
have never had online tutoring with AMU/APU should be go to
Tutor.com
If a student is Active Duty DOD Military (and their
dependants), please go to the Online Library Tutorial page to
link directly to their branch of service to start their
UNLIMITED online tutoring with Tutor.com
http://www.tutor.com/military/colleges/amu-apus
All other students (non-active duty DOD military) who have
NOT used Smarthinking but are interested in online tutoring
please go to the Online Library Tutorial page to link to the
AMU/APU Civilian & CG Military Tutor.com portal
http://www.tutor.com/colleges/landing/apus
Table of Contents
Selected Bibliography
Visit the Library Guide for our course Geography 101
The AMU/APU Library Guides provide access to collections of
trusted sites on the Open Web and licensed resources on the
Deep Web. These are specially tailored for academic research at

APUS.
Table of Contents
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· Internet hunt involves you using online websites to answer
specific questions I pose for. I will have 50 questions that you
will get on email. You will search through specific websites and
some search engines to get your answers. For your final write-
up you will be required to use the following format: (assume the
question is what does the acronym EEOC stand for?)
Example answer….
1. EEOC = Equal Employment Opportunity Commission
www.eeoc.gov
1. How much does it cost for a student to join the American
Management Association?
2. Find 3 textbooks online that deal with the topics of
workplace "Leadership"
3. You are moving from Sacramento, California to San
Francisco California, using a Salary Calculator (easily found on
the internet) calculate what $100,000 at Sacramento would be
the equivalent of in San Francisco? (Assume you own a home)
4. Find 2 articles online that deal with managing generation
“Y”. Find one article dealing with Generation "X" List the title
and authors of the article (and the webpage). You can also
search for articles that deal with managing “millenials”
5. You want to subscribe to two academic journals dealing with
“Management”. Find two academic research journals to
primarily publish research on management.
6. I want to obtain a Ph.D degree in Management. I want to
know of 3 universities that offer Ph.D degrees in Management.
Find and list 3 universities that have this degree.
7. Stress is hurting your job performance. You need advice on
ways to cope with stress. Find 1 good article that offers advice
on coping with stress in the workplace
8. You want to know if you have the potential to become a

leader. You need to find a leadership questionnaire that scores
online, take the questionnaire and report the findings. Also,
analyze whether you agree or disagree with the findings
9. Find a free version of the Myers-Briggs questionnaire (or
copycat of it). Take this questionnaire and report your specific
findings (four categories). You must print out the results you
find online. Find one job/career that is reported to be ideal for
your personality type based on your score.
10. I want to go to Los Angeles and I want to take a
professional business seminar to update my skills. Find a listing
of such events and pick out one event (list title, date, location
and cost). Focus on business skills. (date must be in the future)
11. I hear the American Management Association of San
Francisco may have events that would help managers. Find them
and find an event that might be of interest to a manager. How
much does the event cost? How do you attend?
12. Find a story about a ‘crazy manager’. This could focus on
someone’s story about how their own boss/manager is crazy.
List the article.
13. The EEOC lists that they cover 10 types of discrimination.
What are these 3 of these 10 types of discrimination?
14. What is the mailing address for contacting the EEOC?
15. What Is the NLRB’s Structure? (find the website that
describes the NLRB structure in detail) (NLRB = National
Labor Relations Board)
16. What is the NLRB’s main headquarters address?
17. What city in California requires the highest minimum wage?
18. According to the Department of Labor, what are the latest
statistics on the Consumer Price Index, Unemployment Rate,
and Producer Price Index
19. Who is the current president/CEO of the Turlock Chamber
of Commerce?
20. What is the current address of the Modesto Chamber of
Commerce?
21. The California Department of Personnel Management offers
legal services. Find the list the legal services this department

offers.
22. Find 3 different webpages that offer advice on how to dress
for an interview..
23. Find a blog that deals with management issues.
24. Carla Fiorina, ex CEO of Hewlett Packard, caused much
controversy over the role of females as CEO. Find recent
articles that have used her case, and similar others, and have
written about the implications for females as CEO.
25. Find 3 unique definitions of “management” on the internet
and 3 unique definitions of “leadership” on the internet
26. Using hotjobs.com I am moving to Austin Texas and need to
find a management position in retail, find me a job posting that
I might apply to
27. Using the Monster.com salary wizard find the “95382” zip
code average salary for Accounting specifically for the
Accountant 1 position.
28. Using the department of labor “occupational outlook
handbook” what is the outlook for the position of ‘teacher’?
29. From the department of Labor what do the acronyms BLS,
ETA, OSHA and ESA stand for? I think they are agencies of the
Department of Labor
30. What is the current federal minimum wage? It went up from
the last minimum wage of what amount?
31. What types of employers are covered under the Family and
Medical leave act?
32. Find the websites of two architectural firms that specialize
in workplace design to improve productivity?
33. I feel I can use my management skills to run a theater, an
opera or a major symphony. Find a webpage that either gives me
advice on those careers OR lists job openings on theater
management careers
34. I want to attend the next Academy of Management Annual
conference, what would be the best airport for me to fly into for
the 2013 event?
35. Who is the current president of the Academy of
Management?

36. What is the current website address for the American
Management Association?
37. Go to Monster.com and find the job postings for 2
management positions in the city of Modesto
38. According to the department of labor you are entitled to a
minimum wage of $____ per hour. This became effective on
what date?
39. According to the Bureau of Labor Statistics what was the
unemployment rate in January 2012
40. According to the Bureau of Labor Statistics how do you
calculate the CPI?
41. How much would it cost you as a student to attend the
Academy of Management annual conference in 2013?
42. You love theatre and you are a management major… find
three top universities that offer a degree in Theatre Management
43. Find one example of a ‘crazy workplace lawsuit’ for 2011 or
2012.
44. Find a good article that offers a debate on whether we
should allow illegal immigrants to work as ‘guest workers’ in
the United States. Find a PRO and CON argument.
45. Find an example of smartphone APPs that make managing
your workers easier
46. If you were to recommend a HRIS software program for a
small company which would you recommend? (find at least 3
examples and pick one).. and explain why
47. What is the expected average salary for a Stanislaus county
person with a Masters degree? (hint.. salary.com may help)
48. You want to attend a Littler-Mendelson HR law event. When
is the next one that is in or close to California. (hint: they are a
large HR law-firm at littler.com)
49. You are going to become a manager in a company in Spain.
You are nervous and want to learn more about this, and avoid
any cultural misunderstandings. Find one good online website
that deals with this challenge.
50. Find 3 funny management quotes emphasizing the difficulty
in managing people or managing your own boss.

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